Educating Diverse Democracies: Comparing the Voices of Teachers and Students on Implementation of Secondary Reforms in Seven Countries

Session Type: Symposium

Abstract

Objective of this study is to examine how and to what extent teachers have implemented secondary education reforms in China, Canada, Jamaica, Guyana, Trinidad, Uganda and Sierra Leone. Major sources of data are surveys for sample teachers and students in 12-22 sample schools in each country. Perceptions of teachers and students revealed that most teachers were able to make changes that supported reforms that include curriculum, varied teaching strategies, student evaluation, and special education. Integration of technology was limited. Classroom management is a major concern. Teachers lacked resources and inservice training, especially in the rural areas. Leaders who want to implement change will have to pay attention to the voices of stakeholders.

Sub Unit

• SIG-International Studies

Chair

• Peter Yee Han Joong, University of Toronto

Papers

• Comparing the Voices of Teachers and Students on Implementation of Secondary Reforms in Seven Countries - Peter Yee Han Joong, University of Toronto; Disraeli M. Hutton, University of the West Indies; Peter Francis Wintz, University of Guyana; Nalini Ramsawak-Jodha, The University of the West Indies

• Sample Results of Open-Ended Questions From Survey - Peter Yee Han Joong, University of Toronto; Nalini Ramsawak-Jodha, The University of the West Indies

• Substantiated Conclusions - Peter Yee Han Joong, University of Toronto; Nalini Ramsawak-Jodha, The University of the West Indies; Peter Francis Wintz, University of Guyana; Disraeli M. Hutton, University of the West Indies